The research project, sanitation facilities & disease occurrence in 3 slums of Hubli, will be embarked upon the given set of objectives in order to make inference about the sanitation facilities in that slum:

• Ascertain the commonly occurring diseases in the slum, and thus establish the link between the occurrence of diseases and lack/poor sanitation facilities.

• On the basis of data collected, determine the commonly occurring diseases in the slum

• To analyze the medical expenditure of a family on sanitation related diseases in the last 2 years.

• On the basis of certain parameters, determine its impact on the family’s quality of life.

VILLAGE STUDY (PARSAPUR)

Contents:

Introduction

Date

Geographical details of the village

Tools and techniques of Participatory Rural Appraisal used

Resources

My Observation

Conclusion

I. INTRODUCTION

After one day stay at Gram Chetana and practicing the various tools of Participatory rural Appraisal in Sudagatti village, I with my team mate Mallikaarjun headed to Parsapur Village to carry out two days of village study. The main objective of our two days stay at village was to understand and closely observe the life style of the villagers. Also to learn some of their best practices and try to identify the problems and challenges faced by them in day to day life.

II. DATE:13th & 14th September , 2009 (Sunday & Monday)

III. VILLAGE: Parsapur village, Taluk: Kalagatagi , District: Dharwad

IV. TOOLS AND TECHNIQUES OF PARTICIPATORY RURAL APPRAISAL USED:

The following eight tools of Participatory Rural Appraisal were practiced on Sunday, 13th September, 2009 to get a deeper understanding of the village. Villagers were the participants in all the below mentioned tools, while I and Mallikarjun facilitated the entire process.

1. Social mapping:

The villagers drew the map of the entire village highlighting the major institutions like location of primary school, balwadi, anganwadi, main roads, fields, location of houses and its distribution based on their caste, economic class, religion and occupation. Through this activity I could collect a lot of information about the village. The villagers actively participated in the discussion which highlighted some of the major aspects of the village’s life style and the social structure. For example I came to know that there are 200 houses in the village and the total population is 800, out of which 450 have voting power. The male to female ratio is 1:2. The village mainly had people from Hindu religion but there were about 8 houses of Jain religion and 16 houses of Muslim religion.

2. Venn diagram:

Through this technique the villagers classified the various institutions like Post Office, Bank, Hospital, Gram Panchayat, Police station etc based on based on their relative importance or non-importance. Some of the interesting findings of this tool were that according to the villagers’ institutions like Police Station and Courts were not important and not accessible to the villagers. They mainly relied on Gram Panchayat to solve their disputes. Primary Health Centre is important but not accessible.

3. Seasonal mapping:

Through this technique I found out the seasonal patterns in their farming practices. I found that September to December were the main months to engage in agricultural activities. They mainly grew cotton, rice, millets, groundnuts, corn, soya bean etc on red soil. Out of the total land available for cultivation 76% is dry land while the rest 24% is irrigated land. Along with this they also had orchards of Mango, Saputo, and Papaya. Teakwood trees were also grown which fetched them good returns.

4. Timeline:

Through this technique I identified the nature and the number of employment opportunities available to the villagers in the past 30 years. Agriculture has been their main livelihood opportunity. While the trend began to change in the past 10 years when people moved to cities and started small scale business like grocery shops and broom making.

5. Case Study:

Manjula, 18 years old has been engaged in farming since the age of 14 years. Her mother died of paralysis attack when she was 9 years old and her father passed away 4 years back due to excessive alcohol consumption. She has 5 siblings, of which 3 elder sisters are married while the 2 brothers are unmarried and engaged in farming and brick making occupation. The family’s daily income is close to 200 INR. This income is not regular as they do not get work on all days of the month. On an average they work for 4 days per week. They live on shoe string budget and many a times have to manage on debts from close relatives or local money lenders. A part of the income generated by Majula and her two brothers from farming goes for monthly installment of the loan their father took for agricultural purpose. Manjula is of marriageable age but due to lack of dowry and parental support she is leading a hard life.

6. Group Discussion:

Through Group discussion I came to know that 35% – 45% of the total population belonged to the Below Poverty Line (BPL). Agriculture is the prime source of employment. Apart from this they also engage in brick making, animal husbandry, dairy farming, broom making etc.

7. Village Transect:

We began our village study by taking a walk across the entire village. This tool helped us in the initial rapport building with the villagers. We closely observed their lifestyle, some of the common practices of the village and the distribution of houses in different parts of the village. While interacting with some of the villagers I came to know that the village had faced severe drought and famine in the year 1982. At that time, due to lack of irrigation facility, most of the farmers migrated to Goa in search of job. The men worked as construction laborers and earned a daily wage of 20 INR, which they would sent to the women though money order to run the house.

8. Field Transect

Through this tool I came to know that 300 acres of land was used for farming purpose. Irrigated land was cultivated twice in a year while the non irrigated land was cultivated only once a year. For farming they borrowed money from the local money lenders at 5 % interest rate. Wealthy farmers have switched on to tractors instead of bulls and cows. In Parsapur village nearly 14 framers have tractors, which cost between the ranges of 4.5 lacs to 8 lacs. Farmers who use bulls for farming, purchase them at the age of 6 years by paying anywhere between 25,000 INR to 30,000 INR. They feed Batta, Jawar and Corn to the cattle.

V. INSTITUTIONS VISITED:

On Monday, 14th September, 2009 I and Mallikarjun visited the following institutions in Parsapur, Tadas and Hullikatti villages.

Primary school – Parsapur

Gram Panchayat – Hullikatti

Vijaya Bank – Tadas

Post Office – Hullikatti

Dairy – Parsapur

SHG Society – Hullikatti

Main Market – Tadas

Balwadi – Parsapur

Anganwadi – Parsapur

Dairy – Parsapur

Bhajan Mandal – Parsapur

SHG society – Hullikatti

VI. RESOURCE:

2 lakes used for bathing cattle, washing clothes and utensils.

300 acres of agricultural land.

3 public water tanks and tap facility for every house

VII. OBSERVATIONS

Poor sanitation facility.

Non availability of Primary Health Centre.

Lack of irrigation facility

Lack of higher education facility

VIII. LEARNINGS:

One of my main learning was that government is ready to provide toilet facility to the villagers but villagers do not feel it is important and prefer to go in open fields.

IX. UNLEARNINGS:

I was under an impression that most villagers are illiterate but after my 2 days of village study I found out that villagers know the importance of education and they make sure that their children regularly go to the school.

X. CHALENGES FACED:

Language: Language was a barrier till the time I built rapport with the villagers. I mainly communicated with them through gestures.

Building rapport & faith: Convincing people to share information about the sensitive topics like credit details, family income, and domestic violence.

XI. CONCLUSION:

To sum up this 2 days of village visit added to my knowledge and changed my perception about villagers. It also made to think from their point of view and then find appropriate solutions.

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Prisoner’s Dilemma

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